Behavior and emotional problems among Jamaican children and adolescents: an epidemiological survey of parent, teacher, and self-reports for ages 6–18 years

The study compared general population samples of Jamaican children ages 6–18 years, via Jamaican versions of the Child Behavior Checklist (CBCL) parent-, teacher-, and self-report forms. Repeated measures ANOVAs with informant as a repeated measures factor, assessed base-rate problem score differences according to children’s area of residence (i.e., urban vs rural), gender, and age. No between subjects residence effects emerged for total problem score. However, adolescents self-reported higher total problem scores compared to the ratings they received from their parents and teachers. No gender total problem score effects emerged for any of the three informants, but girls received higher internalizing, and Somatic Complaints scores. Similar total problem scores across genders, and the high ratio of boys to girls in clinic samples suggest that Jamaican girls may not be receiving adequate services. Age X within subjects interactions revealed higher teacher reported problem scores for young adolescents, reflecting possible developmental changes within the classroom context and teachers’ low thresholds toward these problems. The d statistic revealed base rate syndrome, internalizing, externalizing, and total problem score differences in most Jamaican vs US sub-samples. In addition to the non-CBCL problems observed in earlier studies, these findings clearly indicate a need to ascertain syndrome structure and other psychometric properties of the Jamaican instruments.     

Knee extensor and flexor torque development with concentric and eccentric isokinetic training

This study assessed muscular torque and rate of torque development following concentric (CON) or eccentric (ECC) isokinetic training. Thirty-eight women were randomly assigned to either CON or ECC training groups. Training consisted of knee extension and flexion of the nondominant leg three times per week for 20 weeks (SD = 1). Eccentric training increased ECC knee extension and flexion peak torque more than CON training. The ECC group improved acceleration time and time to peak torque with ECC movements versus the CON group. Slow-velocity ECC isokinetic training yielded greater ECC and similar CON torque development gains versus CON training over the course of 20 weeks in young women.     

A comparison of WISC-R and stanford-binet intelligence scale classifications of developmentally disabled children

WISC-Rs and Stanford-Binets were administered to 50 children with developmental disabilities referred for comprehensive evaluations. Although the two IQs correlated highly and significantly, it was found that 54% of the children received different classifications using the two instruments. Thus, testers should be aware that different classifications of intellectual level may be derived for the same child depending upon which test is used.     

Learning Strategies Training

A learning strategies program emphasizing primary (text-oriented), and support (affective) strategies was evaluated. Participants were given training in one of two sequences: primary-support or support-primary. A no-treatment group served as a control. In general, the results revealed that strategy training significantly improved performance on both text-processing and self-report measures. The primary-support group typically scored higher than the support-primary group on the text-processing measures. Conversely, the support-primary group reported more positive responses on the self-report measures. Long-term follow-up results are also presented.     

Student attitudes toward science-technology-society resulting from visitation to a science-technology museum

Are student attitudes toward science-technology-society (TSS) affected by visitation to science-technology museums? The purpose of this study was to determine whether such visitations affected student STS attitudes, and in what ways particular factors of the visitation impacted these attitudes. Factors examined included prior classroom experience with STS, instructional methodology employed by teachers, grade level, socioeconomic status, school type (public or private), and gender. The subjects involved in the study were 194 Kansas students in grades 6-8, and their 13 classroom teachers. Data were collected via a pretest-posttest control group design by using study-specific questionnaires and the Moore-Sutman Scientific Attitudes Inventory. Results indicated that significant differences in attitudes were present between visiting and nonvisiting students and between grade levels. No significant differences were found between other factors. One possible conclusion is that sound pedagogy should be used prior to and during museum visitations as well as in the classroom.     

Simple Numbers: ANOVA Example of Facilitating Student Learning in Statistics

This article advocates the use of simple data sets to help students gain a good intuitive grasp of ANOVA concepts.